Bailey Vance

9/15/21
Student Teaching Reflection #2

1. What are some of your personal idiosyncrasies? What can you do about them?
The same as the last couple of lessons I notice that I still tend to mouth the
words/answers. As I watched this new lesson back, I noticed I did it most when they are
counting. One way I can continue to try and fix this issue is by consciously thinking
about it and trying to stop it before it happens.

2. What did you do to set the mood or climate for learning? Would you do
anything differently?
Since I grabbed these ladies after lunch, as I pulled them from their classroom I was
able to ask about lunch. This notion was an easy way to immediately have them feel
comforted. I also switched up the environment for these ladies. Instead of having them
come to the table right away, I had them move to the carpet for different scenery.

3. Analyze your questioning. What do you notice in terms of quality, levels, wait
time, your response to students?

I noticed several things about my questioning throughout the lesson. I noticed I asked a
lot more open-ended questions. These questions gave them room for multiple
explanations and ways to get to the answer. I also noticed sometimes I would ask
questions and help prompt them to get to the answer that I was looking for by asking
more questions. One thing I wish I did was finding more ways to explain what I am
asking. I find I give enough wait time because as I am teaching, I can tell whether or not
the student understands based on body language and facial expressions

4. How did you build on student responses to promote further thinking and
comprehension?
One thing I am noticing with my reflection answers is I have a lot of similar responses to
these questions from lesson to lesson. I also notice that among the different subject
areas I am still using the same strategies to build on students' responses to promote
and build comprehension. I ask questions like “how do you know?” “Explain your
reason?” “Do you agree?” Ect. With math, I do notice builds off of no or yes answers. It
gives me a direct answer to whether I can move on or need further explanation.
5. How do you demonstrate mutual respect for, rapport with, and responsiveness
to students with varied needs and backgrounds, and challenge students to
engage in learning?
Again, my answer is similar to the last few reflections. I demonstrated mutual respect for
the students by calling them by their first names Addison and Brylynn. I also used a
modulated voice when teaching and describing the activities. I gave my full attention by
listening to everything that they were doing and saying. I noticed I had a harder time
splitting my attention equally between these girls. I had a student that has higher-level
skills in this area. However, I was still able to complement both and provide more
explanation when needed to both students.

6. How did your instruction link students' prior academic learning and personal,
cultural, and community assets with new learning?

My instruction linked to Brylynn's prior academic knowledge by giving her the

opportunity to practice writing and counting numbers while working with 10s and 1s.
When Brylynn writes numbers, she sometimes will flip-flopped. This lesson helped her
practice writing numbers but also looking at the different place values of ones and tens.
She not only understood the lesson she was able to get extra practice to build on her
confidence. She then got to explain how she got the reasoning and learned to double-
check her answers.
My instruction linked to Addison's prior knowledge by allowing her to work more with
adding numbers with tens and ones. She is able to count easily but has a difficult time
recognizing groups of numbers like 10s. I also made sure to let Addison write and use
manipulatives. She thrives when she has hands-on activities and is able to make more
connections.

7. With what progress are you the most pleased?

I was most pleased with how much more comfortable I am feeling teaching. I am
starting to understand my students and am finding it easy to meet their needs. I am
also pleased with how I communicate with the students with ease. I found that during
the lesson I looked comfortable yet in control of what was going on.

8. What areas do you believe you still need improvement?

After watching the lesson, I found the same things that I need to improve on as in the
last lessons. I am recognising I am getting better yet, it will take time. One thing is to still
use clearer instructions and better explanations. I also need to find different strategies in
order to expand students' thinking when things get hard for them. I find when I run out of
ways to explain it I get nervous and frustrated. I start to doubt everything that I am
doing. I also think I need to be able to have a backup plan in case my explanations fail. I
should plan that into my instruction.

9. What changes would you make to your instruction to better support student
learning of the central focus?
I wish I would have explained the 10s to Addison a bit better. After rewatches, I noticed
I was missing a few words that would have made a big difference with Addison's
understanding. I should have explained that when you count 10s you are counting
groups of 10s. Another thing I would have changed was to give separate problems to
Brylynn that were more challenging. I think doing that would have helped Brylynn
because she would have had to think more deeply.

Why do you think these changes would improve student learning?

I believe these changes would have helped promote more student thinking and
understanding. It would have given Addison a better chance at understanding my
questions. I also think it would have sped up the lesson a bit more for more chances of
practice.

10. (If this is not your first video) Describe the differences you are seeing in
yourself as a teacher.
I keep noticing how comfortable and natural teaching is looking. I also notice the
students trusting me more and more. I’m finding that they are learning with me and that
feels amazing. I am becoming more patient and am learning different ways to build on
students' responses and needs.